人教版（2024）七年级下册英语Unit 7 A Day to Remember 教案

第第页人教版（2024）七年级下册英语Unit7ADaytoRemember教案单元主题框架单元主题分析本单元紧扣“难忘的一天”这一主题,此主题与课标中“人与自我”主题范畴下的“丰富、充实、积极向上的生活”和“多彩、安全、有意义的学校生活”这两个子主题紧密相关。在学习本单元主题内容时,学生将与同学分享难忘的经历,思考是什么让这些经历变得独特和难忘,以及能从中学到什么。本单元的SectionA围绕“Whatwasyourspecialdaylike？”这一引导性问题展开。这里分别呈现了Peter和TengFei两人反差极大却都令人难忘的周末经历,以及一次学校组织参观污水处理厂的经历。通过这些内容,学生可借助听力理解和对话模仿,学会描述经历并探讨其特别之处。在SectionA的基础上,SectionB进一步围绕“Whatdidyoulearnonthatspecialday？”这一重要问题展开。此部分的阅读材料是一篇学生参观农场后的游记,从第一人称视角回顾了参观过程,并总结了参观收获。这样的设计不仅能让学生学会记录生活,更能鼓励他们探寻生活经历的价值,从中汲取收获,进而体会生活的意义。本单元两部分的引导性问题——“你特别的一天是怎样的？”和“在特别的一天中你学到了什么？”层层递进,共同指向本单元的核心问题“是什么让一天变得特别？”(Whatmakesadayspecial？)通过这些内容,本单元引导学生观察生活、发现生活中的特别之处,同时教导学生记录生活、思考生活,最终让学生理解“如果你每天都尝试学习新事物,那么你的每一天都将别具意义”(Ifyoutrytolearnsomethingneweachday,you'llmakeeachdayspecial.)这一道理。单元教学目标通过本单元学习,学生能够：1.掌握描述事件或经历的表达。2.用表示先后顺序的衔接词或短语描述一次经历。3.掌握一般过去时的用法,并用其描述过去的经历或事件。4.辨别并正确读出字母及字母组合c,ck,g,x在不同单词中的发音。5.区分­(e)d在不同单词中的发音。6.了解日记的书写格式并学写日记。7.谈论一次特别或难忘的经历,分析其为什么特别或难忘,并思考从中学到了什么。单元教学重难点重点：1.用一般过去时及表示先后顺序的衔接词或短语描述过去的经历；2.辨别并正确读出字母及字母组合c,ck,g,x在不同单词中的发音；3.能够掌握日记的书写格式并用一般过去时书写日记。难点：1.正确使用一般过去时描述过去的经历；2.正确读出字母及字母组合c,ck,g,x在不同单词中的发音。第一课时SectionA(1a—1d)&Pronunciation学习目标Inthislesson,studentswill：1.findoutwhatPeterandTengFeididlastweekendandwhatmadetheirweekendspecial；2.talkaboutoneoftheirspecialdaysandthinkaboutwhatmakesthatdayspecial；3.pronouncelettersandlettercombinationc,ck,gandxnounce­(e)dindifferentwordscorrectly.教学建议Step1Lead­in1.ShowthephotoonPage49andaskstudentsthequestions：◆Wherearethestudentsinthephoto?◆Whataretheydoing？Aretheyworkinghard?(Tip：Teachstudentstheexpressions“teagarden”and“pickingtea­leaves”byansweringtheabovetwoquestions.)◆Optional：Whichcityarethesestudentsprobablyin？Why?Possibleanswer：ThesestudentsmayinHangzhouorFuzhou.BecausethesetwocitiesarethemainteaproducingareasinChina.◆Wouldyouliketotrythiskindofwork?◆Canyouguesswhythestudentsarepickingtealeavesinateagarden?Possibleanswer：Maybetheyarehavingaschooltrip.2.Showstudentsthetitleofthisunit.Askstudentstopredictwhattheywilllearninthisunit.3.AskstudentstoreadtheBigQuestionandtheleadingquestionsinSectionAandSectionB.Makesurestudentsknowthemaintopicofthisunit.呈现单元标题和单元主题图,鼓励学生大胆预测本单元可能谈论的话题,并保证学生了解本单元的学习内容。Step2Listening&Speaking(1a—1d)Pre­listeningPage50,1a1.Showstudentsthephotosin1a.Askstudentstosaywhatpeoplearedoing.2.Askstudentstoreadtheexpressionsin1aandthenwritetheactivitiesontheblanklineunderthepictures.3.Askstudentsiftheydoanyoftheseactivitiesin1alastweekend.(Tip：Teachercanteachstudentsmoreexpressionsaboutweekendactivities.)通过谈论图片帮助学生拓展关于日常活动的表达,并引出听力话题。While­listeningPage50,1b1.Askstudentstoreadthequestionsin1bandanswerthequestions：◆Canyoupredictwhatthesetwoconversationsareabout?2.Askstudentstolistentothetwoconversationsandanswerthequestions.Page50,1c1.Askstudentstolistenagainandwritedownwhodideachactivity.2.Checktheanswerswiththestudents.Optional：3.Askstudentstocircletheverbsin1c.4.Tellstudentstheseverbsareintheformofsimplepasttense.5.Teachercantellstudentshowverbschangetothesimplepasttense.Page50,1d1.Askstudentstotalkaboutoneoftheconversationsin1bwithapartner.2.Remindstudentstopayattentiontotheverbchangewhenmakingtheconversation.理解听力对话内容、获取细节信息,在听力中学习和理解目标语言。Post­listeningFurtherThinking1.DoyouthinkPeter'sandTengFei'sweekendsarespecial？Whyorwhynot?2.Canyoushareoneofyourspecialdayswithyourclassmates？Telleveryonewhatmakesthatdayspecial.从对话出发,结合自身经历,探寻让某一天变得特别的原因,引导学生学会观察生活,并思考生活中的点点滴滴。Summary1.Askstudentstosummarisetheexpressionsaboutweekendactivitiesinthepast：◆playedbadminton,cookedfood,metupwithfriends,wentswimming,didhomework,visitedasciencemuseum,...2.Askstudentstosummarisethesentencesthatcanbeusedtoaskaboutactivitiesinthepast：◆Howwas...weekend?◆Did...seeanythinginteresting?◆Wheredid...go?总结本节课需要掌握的重点词汇和句型。Step3Pronunciation(1—3)Page51,11.Askstudentstoreadthewordsandpronunciationbythemselvesfirst.2.Playtherecording.Askstudentstolistenandrepeatandthenaddonemorewordtoeachgroup.Page51,2Playtherecording.Askstudentstolistenandrepeatthewords.Noticethepronunciationof­(e)d.Page51,3Askstudentstoreadthecolouredwords.Thenlistentotheshortconversationsandcirclethewordstheyhear.通过边听边跟读练习发音,并通过观察总结发音规则。Step4Homework1.Createaconversationaboutoneofyourspecialdays.2.Finishtheexercises教学反思第二课时SectionA(2a—2e)学习目标Inthislesson,studentswill：1.retellhowawastewaterplantturnsdirtywatertocleanwater；2.knowhowtointroduceanexperienceusingexpressionsthatshowtimeorderorsteps；3.introduceoneoftheirschooltripstoaspecialplace.教学建议Step1Lead­in1.Showstudentssomephotosofwastewaterandthenaskstudents：◆Ourcitymakesalargeamountofwastewatereveryday.Doyouknowwherethewastewatergoes?2.Showstudentsaphotoofawastewaterplantandaskthem：◆Doyouknowwhereitis?(Tip：Teachstudentstheexpression“wastewaterplant”.Tellstudentsthatawastewaterplantcanmakedirtywatercleanagain.)通过观察图片引出话题,引起学生的兴趣。Step2Listening&Speaking(2a—2e)Pre­listening1.Askstudentstoreadtheconversationin2aandanswerthequestion.◆WheredidFuXinggoonhisschooltrip?2.Askstudentstoguesswhatinformationtheywillhear.引导学生阅读题目说明和对话,把握对话背景信息,并根据对话预测有可能听到的内容。While­listeningPage51,2a1.Askstudentstolistentotheconversationandfillintheblanks.Thenchecktheanswerswiththestudents.2.Askstudentstoreadtheconversationandanswerthequestions：◆HowdidFuXingfeelabouthisschooltrip?◆Whatdidhesee?◆Isiteasytogetthecleanwater?Page52,2b1.Askstudentstoreadtheconversationagainandmatchthesentenceparts.2.Askstudentstodrawaflowchartofhowawastewaterplantmakesdirtywatercleanaccordingtotheconversation.Page52,2c1.Askstudentstocompletethesummaryoftheconversationin2a.2.Askstudentstounderlinethewordsandexpressionsthatshowsteps(First,Then,Next,Ittakesafewmorestepsbefore...)3.Tellstudentsthatwhenweintroduceanexperienceoranevent,wecanusewordsorexpressionswhichshowtimeorderorsteps.Thesewordsandexpressionscanmakethelogicclear.Page52,2d1.Askstudentstolistentotheconversationagainandpayattentiontothepronunciationofwas,wasn't,didanddidn't.2.Askstudentstoworkinpairsandrole­playtheconversation.理解听力对话内容、获取细节信息,在听力中学习和理解目标语言。同时,通过听读和角色扮演巩固朗读技巧中的重音练习。Post­listeningPage52,2e1.Askstudentstothinkaboutaspecialschooltrip.Teachercanusethefollowingquestionstohelpthemrecalltheirexperiences：◆Whenwastheschooltrip?◆Wheredidyougo?◆Whatdidyoudo?◆Howwasyourschooltrip?2.Askstudentstoworkinpairsandtalkaboutthespecialschooltrip.综合运用本节课的目标语言。SummaryAskstudentstosummarisetheexpressionsusedtotalkaboutaspecialtrip.◆Howwasyourschooltripto...？◆Itwasreallyinteresting.◆Whatdidyousee?◆Iusedtothinkitwaseasyto...拓展谈论一次旅行的用语,丰富学生的表达。Step3Homework1.Introduceoneofyourspecialexperiences.2.Finishtheexercises教学反思第三课时GrammarFocus(3a—3d)学习目标Inthislesson,studentswill：1.knowtheusageandthesentencestructuresofthesimplepasttense；2.knowhowverbschangetothesimplepasttense；3.talkaboutatripusingthesimplepasttense.教学建议Step1Lead­in1.Teachertellsstudentswhathe/shedidlastnightandthenasksstudentwhattheydidlastnight.2.Writestudents'sentencesaboutwhattheydidlastnightontheblackboard.3.Askstudentswhattensethesesentencesareandthenaskthemtothinkaboutwhenweusethesimplepasttense：一般过去时主要表示过去某个时间发生的动作或状态,在句子中由“主语＋动词的过去式”来表达。通过谈论自己的经历引起学生的兴趣,进而顺利过渡到本节课语法知识的学习。Step2GrammarTeaching(3a—3d)Page53,3a1.Askstudentstoreadthesentencesin3a.Circletheverbsinthesimplepasttense.2.Writetheverbsinthesimplepasttenseontheblackboard.Askstudentsiftheyknowtheoriginalformsoftheseverbs.3.Teachstudentshowverbschangetothesimplepasttense.规则动词的变化构成法例词一般加­edwork—worked以e结尾的词加­dlive—lived以“辅音字母＋y”结尾的词,改y为i,再加­edcry—cried以“元音字母＋y”结尾的词,直接加­edplay—played以重读闭音节或r音结尾,末尾只有一个辅音字母的词,要双写这个辅音字母,再加­edstop—stopped(*老师给学生补充不规则动词的变化。)be动词的一般过去式主语一般过去式Iwashe,she,itwasyouwerewe,theywere4.Askstudentstounderlinethetimeexpressionsforthepast.常用于一般过去时句子中的时间状语：yesterday,twodaysago,thedaybeforeyesterday,lastyear,theotherday,onceuponatime,justnow,intheolddays,whenIwas...yearsold,lastweekend,aweekago,...5.Teachstudentsthesentencestructuresofthesimplepasttense.行为动词的一般过去时肯定句：主语＋动词的过去式＋其他.e.g.Hehadagoodtimeyesterday.否定句：主语＋didnot＋动词原形＋其他.e.g.Wedidnot(＝didn't)haveagoodtimeyesterday.一般疑问句：Did＋主语＋动词原形＋其他？e.g.Didhegothere?Yes,hedid./No,hedidn't.特殊提问句：疑问词＋一般疑问句？e.g.Whendidyougetupthismorning?Igotupat6o'clock.be动词的一般过去时肯定句：主语＋be动词的过去式(was/were)＋其他.e.g.Iwasverytiredlastnight.否定句：主语＋be动词的过去式(was/were)＋not＋其他.e.g.Mikewasn'tatschoolthismorning.一般疑问句：be动词的过去式(Was/Were)＋主语＋其他？e.g.Wassheateacher?Yes,shewas./No,shewasn't.特殊疑问句：疑问词＋一般疑问句？e.g.Wherewereyouyesterdaymorning?Iwasatschool.Page53,3b1.Askstudentstoputthewordsinorderandthenwritethesentencesusingthecorrecttense.2.Checktheanswerswiththestudents.Page53,3c1.Askstudentstocompletethepassagewiththecorrectformoftheverbsinthebox.2.Checktheanswerswiththestudents.以讲练结合的方式让学生掌握本节课语法。P53,3d1.Askstudentstoworkinpairsandaskeachotherabouttheactivitiestheydidyesterdayandwhattimetheydidthoseactivities.2.Invitesomestudentstotelltheclassabouttheirpartners'day.综合运用本单元语法知识。Step3Homework1.Writeashortparagraphaboutwhatyourpartnerdidyesterday.2.Finishtheexercises教学反思第四课时SectionB(1a—2b)学习目标Inthislesson,studentswill：1.talkaboutwhatSamdidonhisschooltripandwhathelearntfromit；2.knowhowtointroduceaschooltrip；3.learntheformatofadiaryandwriteadiaryaboutaschooltrip.教学建议Step1Lead­inPage54,1aWorkingroupsoffour.Askstudentstodiscussthequestionsin1awiththeirpartners.◆Doyoukeepadiary?◆Doyouthinkitisagoodideatokeepadiary？Discussyourideaswithyourpartners.(Tip：Askstudentstousethepointsin1atohelpthem.)通过讨论与写日记相关的问题,引起学生对写日记益处的思考,并自然引入本课话题。Step2ReadingComprehension(1b—1d)Pre­readingShowstudentsthepicturein1b.Tellstudentsthatit'sapicturefromSam'sdiarywhichisaboutoneofhisschooltrips.◆Lookatthispicture.CanyouguesswhereSamwentonhisschooltrip?◆Canyouguesswhathedidthere?观察图片,预测语篇信息。While­readingPage54,1b1.AskstudentstoreadSam'sdiaryentryandwriteaone­sentencesummaryofwhathedidonthatday.2.Askstudentstosummarisethemainideaofeachparagraph.Paragraph1：Samvisitedthelargetentsoffruitsandvegetablesonthefarm.Paragraph2：Samtriedalotoffarmworkonhisschooltrip.Paragraph3：ThethingsSamlearntfromhisschooltrip.3.Askstudentstoanswermorequestions：◆InwhatorderSamintroducedhisschooltrip？(Intimeorder.)◆Canyouunderlinetheexpressionswhichshowtimeorder？(Inthemorning,Intheafternoon,First,Slowly,Finally)Page55,1c1.Askstudentstocompletetheflowchartwiththeeventsfromthetext.2.Checktheanswerswiththestudents.Page55,1dAskstudentstoreadthescriptmorecarefullyandthenanswerthequestions.Paragraph1◆WheredidSamgoforhistrip?◆WhatdidSamseeinthelargetents?◆WhatdidSamlearnfromthefarmer?Paragraph2◆WhatdidSamdointheafternoon?◆Howdidhefeelaboutthetrip?Paragraph3◆WhatdidSamlearnfromthetrip?◆Whatdoyouthink“Everygraincomesfromhardwork”means?◆FurtherThinking：WhichtwolinesofTangpoetrycantheabovesentenceremindyouof?Whoknowsthateverygraininourfood,Comesfromthehardworkofthepeasants.(FromthepoemSympathyforthePeasants(《悯农》)byLiShenintheTangDynasty.)◆DoyouagreewithSamthatfoodtastesbetterwhenyouworkforthem？Giveanexample.通过完成阅读任务,学生能够充分理解文本,并且提高抓取关键信息的能力。Post­reading(2a—2b)Writing(